Moderation resource for

schools
Version 2.0 | Updated 2019

Supported by the Australian Government Department of

Education. © 2019 Education Services Australia Ltd, unless
otherwise indicated. Creative Commons BY 4.0, unless otherwise
indicated.
Acknowledgement
Prepared by: Monash University
Prepared for: Education Council Joint Working Group to Provide Advice on Reform for Students with
Disability
Authored by: Prof. Umesh Sharma, Monash University; Professor Michael Arthur Kelly, The University of
Newcastle; Dr Kate de Bruin, Monash University; Claire Menagé, Monash University
Suggested citation: Sharma, U., Arthur-Kelly, M., de Bruin, K., and Menagé, C. (2017). Nationally
Consistent Collection of Data on School Students with Disability: Moderation resource for schools. 2nd edn.
https://www.nccd.edu.au

NCCD | Moderation resource for schools 2

Contents
Introduction ······························································································ 4

Part A: Understanding moderation and key principles········································ 5

A.1. What is moderation? ···························································································· 5
A.2. Why moderate for the NCCD?················································································ 5
A.3. Who should be involved in NCCD moderation? ·························································· 6
A.4. When should NCCD moderation occur? ··································································· 6
Description of image ·························································································· 8

Part B: NCCD moderation process ································································ 9

B.1. Establish a moderation team (or utilise existing arrangements) ····································· 9
B.2. Select sample students for moderation ···································································· 9
B.3. Summarise student information ·············································································· 9
B.4. Independently examine student cases ··································································· 10
B.5. Moderators compare judgements·········································································· 10
B.6. Reach consensus······························································································ 10
B.7. Complete the NCCD reporting process ·································································· 11

Part C: Reference material ········································································ 13

Bibliography ··········································································································· 13

Appendix 1: NCCD moderation template ······················································ 14

Appendix 2: Selecting the level of adjustment ················································ 15

Appendix 3: Broad categories of disability ····················································· 17

NCCD | Moderation resource for schools 3

Introduction
All schools in Australia participate annually in the Nationally Consistent Collection of Data on School
Students with Disability (NCCD). Through this process, data is collected about students across Australia who
receive an adjustment to participate in education because of disability. The NCCD relies on the professional
judgement of principals, teachers and other school staff about the level of adjustments1 provided to students
with disability to access and participate in education on the same basis as other students, as well as their
broad category of disability. This is consistent with the obligations of all schools under the Disability
Discrimination Act 1992 (DDA) and the Disability Standards for Education 2005 (the Standards).
All schools across Australia have been required to participate in the NCCD since 2015. The purpose of this
resource is to assist schools in undertaking within-school moderation to support them in making consistent
and reliable decisions about students’ level of adjustment and category of disability. This may be used to
inform policy decisions about how to best support students with disability. The moderation resource should
be used in conjunction with the current NCCD guidelines2.
This resource has three parts.

 Part A: Understanding moderation and key principles – a general overview of moderation, suggested
membership of the moderation team and advice on the best time to moderate.
 Part B: NCCD moderation process – a sample moderation process that a school might use to undertake
moderation.
 Part C: Reference material – links to key resources that schools should refer to during the process of
moderation to improve the consistency and reliability of their data.

1
‘An adjustment is a measure or action taken to assist a student with disability to participate in education and training on the same basis
as other students. An adjustment is reasonable if it achieves this purpose while taking into account the student’s learning needs and
balancing the interests of all parties affected, including those of the student with disability, the education provider, staff and other
students’ (DET, n.d., p2) ‘Adjustment’ means one of: support provided within quality differentiated teaching practice; supplementary
adjustments; substantial adjustments; or extensive adjustments, as defined in the NCCD guidelines
(https://www.education.gov.au/nationally-consistent-collection-data-students-disability-guidelines).
2
https://www.nccd.edu.au/sites/default/files/nccd_guidelines.pdf

NCCD | Moderation resource for schools 4

Part A: Understanding moderation and key principles

A.1. What is moderation?

Moderation is one of the most important tools that teachers use to align professional judgements about
student achievement. When undertaking moderation, teachers engage in professional conversations and
calibrate their judgements by selecting and reviewing a sample of student work or other student data. The
moderation process enables teachers to develop a shared understanding of curriculum and student
achievement and enhances fairness and consistency in teacher judgements.
The NCCD moderation process can be understood as an extension of existing school moderation practices.
When moderating school-based decisions for the NCCD, teachers engage in professional dialogue about
students’ level of adjustment and category of disability to make decisions that are consistent, reliable and
defensible. Professional dialogue is characterised by interactions that are collegial (eg value the input of all),
respectful (eg resolve differences in a professional manner) and draw on evidence (eg informed by data to
support decision-making). Collegial discussions throughout the school year can enable school staff to learn
from one another when identifying and making decisions about appropriate support for their students. This in
turn validates decisions about the NCCD and reduces variability in data reported.
In the NCCD moderation process, staff review all evidence and build a shared understanding of:

 the level of adjustment being provided for each student to meet the identified educational needs arising
from their disability
 the broad category of disability for which support is provided.
The NCCD captures the ongoing work undertaken by teachers and school staff throughout the year in
providing personalised learning and support for students with disability. It reflects the valuable knowledge
teachers acquire about students’ educational needs and the decisions they make about how these needs
can be best supported.

A.2. Why moderate for the NCCD?

There are many benefits of moderation:

1. It helps to increase reliability and consistency of teachers’ professional judgements.

2. It facilitates conversations that draw upon teachers’ knowledge of their students and practice regarding
personalised learning and support (DET, 2005).
3. It assists schools in aligning the decisions about which students to include with requirements under the
Standards. It also ensures consistency in determining reporting on the definitions and descriptors of the
levels of adjustment and categories of disability in the NCCD model.
4. It increases schools’ confidence in the decisions being made for the NCCD.

NCCD | Moderation resource for schools 5

A.3. Who should be involved in NCCD moderation?
Many schools will already have a team in place to manage the NCCD process and may already be engaging
in some form of moderation process. NCCD moderation requires the participation of two or more individuals
who are involved in the educational planning for and support of students with disability at a school. In small
schools where it is not possible to form a moderation team within the school, external moderators may be
invited to support in the process (eg an NCCD coordinator from another school or an individual from the
system level). It is important to highlight that strong, strategic and effective school leadership involvement at
this stage of the NCCD will add value to the overall process. All members of the moderation team should
have a good understanding of the following:

 the Disability Discrimination Act 19923

 the Disability Standards for Education 20054
 the NCCD model5
 the criteria for a student’s inclusion in the NCCD6
 the levels of adjustment and broad categories of disability as defined in the current NCCD guidelines7.

A.4. When should NCCD moderation occur?

Schools should engage in moderation well before the official data entry period. By engaging in the structured
moderation process well before the data entry date, schools are better able to address any significant
discrepancies in judgements that could affect the consistency and reliability of data.

The moderation process and timeline is shown in Figure 1 on the next page.

3
https://www.legislation.gov.au/Series/C2004A04426
4
https://docs.education.gov.au/node/16354
5
https://www.nccd.edu.au/wider-support-materials/what-nccd-model-1?parent=%2Funderstanding&activity=%2Fwider-support-
materials%2Fwhat-nccd-model-1&step=-1
6
https://www.nccd.edu.au/wider-support-materials/when-student-eligible-be-included?parent=%2Funderstanding&activity=%2Fwider-
support-materials%2Fwhat-nccd-model-1
7
https://www.nccd.edu.au/sites/default/files/nccd_guidelines.pdf

NCCD | Moderation resource for schools 6

Figure 1: Contextualising the NCCD moderation within the NCCD process and the school year

NCCD | Moderation resource for schools 7

Description of image

Figure 1 shows the timing of the NCCD moderation process within the school year and the completion of the
NCCD process. There is a horizontal arrow pointing to the right with four icons denoting the four school
terms.
 Term 1 is labelled Planning.
 Term 2 is labelled Implementation.
 Term 3 is labelled Validation.
 Term 4 is labelled Process review and reflection.
Beneath this horizontal arrow there is a vertical flow chart that contains the seven steps of the NCCD
moderation process, linked by arrows to show the process of the moderation is linear.

Moderation process guidelines:

1. Establish moderation team
2. Select sample students for moderation
3. Summarise student information
4. Independently examine student cases with reference to the appropriate documents8
5. Moderation team members compare judgements
a. Optional: Some schools may undertake moderation with other schools
6. Reach consensus
7. Complete NCCD process

8
Moderators refer to the following: Australian Professional Standards for Teachers (Proficient); Level of adjustment provided to the
student; and Broad categories of disability.

NCCD | Moderation resource for schools 8

Part B: NCCD moderation process
The process described in Figure 1 is provided as a guide to support schools when undertaking moderation
for the NCCD. Schools may find it useful to adapt the moderation process outlined in this resource to suit
their local context.

B.1. Establish a moderation team (or utilise existing arrangements)

This team should comprise of a minimum of two professionals familiar with the NCCD process and may
involve one or more staff member(s) responsible for overseeing programming/support arrangements for
individual students (eg classroom teacher(s), the head of learning support, the head of house, a year level
coordinator, a homeroom teacher, an assistant principal, a school welfare officer or counsellor).

B.2. Select sample students for moderation

The moderation team should select a small sample of students to moderate. These students should be
drawn from those who will be included in the school’s NCCD reporting. If possible, a minimum of eight
students should be selected and these should ideally include:
i. students receiving varying levels of adjustment across the four levels (from Quality differentiated
teaching practice to Extensive) and
ii. students from a range of NCCD categories of disability.
In smaller schools, all students receiving adjustments because of disability should be considered. A higher
sample size should be used in larger schools.

B.3. Summarise student information

(At this point, the moderators do not make a decision about the NCCD level of adjustment or category of
disability.) From the sample selected, a team member summarises the documented evidence and data for
each sample student. This may include evidence:
i. about the adjustments provided to the student to address the specific individual education needs
arising from the disability, for example:
 provision of extra time
 explicit teaching
 modified curriculum and assessments
 the use of a hearing augmentation system (eg FM system)
 the implementation of personal/health care, provision of well-being supports.
When summarising adjustments, note the following points in relation to the frequency, intensity and
range of adjustments being provided:
 Is the adjustment/support provided occasionally, periodically or every day?
 Is the adjustment/support made only during parts of the day or continuously over the whole day?
 Is the adjustment/support provided during some activities and key learning areas or across all
activities and key learning areas?
 What evidence is available to determine the level of adjustment?

NCCD | Moderation resource for schools 9

ii. about the student’s diagnosed or imputed disability
iii. that will be used to support decision-making. This includes evidence in four general areas:
 consultation and collaboration with the student and parent, guardians or carers
 assessed individual needs of the student
 adjustments being provided to the student to address the disability
 ongoing monitoring and review of the adjustments.

B.4. Independently examine student cases

Each summarised student case should be independently examined by a minimum of two moderators. After
the careful examination of evidence each moderator decides:
i. the level of adjustment that is being provided for the student to address the functional impact of a
disability, and
ii. the identification of the NCCD broad category of disability that is the main driver or focus of the
adjustments being provided for the student to support their learning.

B.5. Moderators compare judgements

Moderators meet to discuss and compare their judgements and the data/evidence that informs their
judgements for the selected students. This crucial step is the point at which the moderation team
determines the consistency of judgements between themselves. Moderators may find it helpful to use a table
to record judgements. Table 1 (on page 12) presents an example of two moderators independently rating
eight students. A blank version of this sample table is provided in Appendix 1 as a template school teams
may use to compare judgements, or to modify if the team consists of more than two members.

B.6. Reach consensus

To reach consensus, moderators discuss those judgements where there were disagreements and draw upon
evidence to support their position. The desired outcome of the moderation process is to resolve all
disagreements and reach a consensus about the level of adjustments and category of disability.
To reach consensus regarding level of adjustment, moderators should:
1. review the level of adjustment descriptors available on the NCCD Portal (see also Appendix 2) and
2. carefully examine evidence in terms of frequency, intensity and range of adjustments provided for
individual cases.
To reach consensus regarding student category of disability, moderators should:
1. review the category of disability resource available on the NCCD Portal (see also Appendix 3) and
2. examine evidence in terms of imputed and diagnosed disability within the NCCD model for individual
cases.

NCCD | Moderation resource for schools 10

Where moderators are unable to reach consensus, the involvement of an external moderator from the
system level is recommended. This individual could be a representative from the sector or the NCCD
coordinator from another school as appropriate to the jurisdiction and sector.
The example presented in Table 1 (on the next page) indicates that there were some disagreements
between moderators on both level of adjustment and category of disability prior to engaging in discussions.
In most cases, these disagreements were resolved and consensus achieved after the moderators discussed
their judgements and provided evidence to support their decisions [see column 'Agree (after Moderation)'].
For one student, however, (Student D) consensus could not be achieved for the level of adjustment. In that
case, the school invited an independent external moderator to provide input to achieve consensus between
the moderators.
Where disagreement exists and consensus is not reached, it is recommended that moderators note why the
student was placed in a particular level of adjustment and disability category so that this information is
available to inform the subsequent year’s moderation process.

B.7. Complete the NCCD reporting process

Once the moderation process has been completed for the selected sample, the team can be confident that
they are making reliable and consistent judgements. They are now ready to proceed with completing the
NCCD process for the remaining identified students.

NCCD | Moderation resource for schools 11

 Table 1: Independent rating of six students by two moderators before and after NCCD moderation

Student Moderator 1: Moderator 2: Agree (before Agree (after Moderator 1: Moderator 2: Agree Agree (after Notes regarding
identifier Level of Level of moderation) moderation) Category of Category of (before moderation) decisions
adjustment adjustment Y/N Y/N disability disability moderation) Y/N
Y/N

1 Student A Supplementary Supplementary Y Y Sensory Sensory Y Y

2 Student B Supplementary Substantial N Y Cognitive Cognitive Y Y  Checked NCCD

Resource: level of
adjustment
 Supplementary

3 Student C QDTP9 QDTP Y Y Cognitive Cognitive Y Y

4 Student D QDTP Supplementary N N Social/Emotional Cognitive N Y  External moderator

called in for level of
adjustment.
 QDTP

5 Student E Extensive Extensive Y Y Physical Physical Y Y

6 Student F QDTP QDTP Y Y Sensory Sensory Y Y

7 Student G Substantial Substantial Y Y Sensory Physical N Y  Checked NCCD

Resources: Primary
disability categories
and sample case
studies on NCCD
website
 Sensory disability

8 Student H Supplementary QDTP N Y Social/Emotional Social/Emotional Y Y  Checked NCCD

Resource: level of
adjustment
 QDTP

9
Quality Differentiated Teaching Practice

NCCD | Moderation resource for schools 12

Part C: Reference material
Below are reference materials that can assist those participating in the moderation process.

 Moderation template. See Appendix 1

 Selecting the level of adjustment. See Appendix 2 (Also available as Selecting the level of adjustment on
the NCCD Portal)
 Broad categories of disability. See Appendix 3 (Also available as Broad categories of disability on the
NCCD Portal)
 Examples of decision-making through case studies available on the NCCD Portal

Bibliography
DECD 2016, Moderation matters: A guide to leading collaborative moderation in schools, DECD, South
Australia.
DET (2015) Fact Sheet: Disability Standards for Education 2005. Canberra: DET.
Hipkins, R & Robertson, S 2011, Moderation and teacher learning: What can research tell us about their
relationships?, Wellington: New Zealand Council for Educational Research.
Planning for personalised learning and support: A national resource, Canberra: DET.

NCCD | Moderation resource for schools 13

 Appendix 1: NCCD moderation template
Student Moderator 1: Moderator 2: Agree (before Agree (after Moderator 1: Moderator 2: Agree Agree (after Notes regarding
Identifier Level of Level of moderation) moderation) Category of Category of (before moderation) decisions
Adjustment Adjustment Y/N Y/N Disability Disability moderation) Y/N
Y/N

NCCD | Moderation resource for schools 14

Appendix 2: Selecting the level of adjustment

Support provided within quality

Supplementary adjustments Substantial adjustments Extensive adjustments
differentiated teaching practice

Students with disability are supported through active
monitoring and adjustments that are not greater than those
used to meet the needs of diverse learners. These adjustments
are provided through usual school processes, without drawing
Level of adjustment descriptors
Students with disability are provided with Students with disability who have more substantial Students with disability and very high support
adjustments that are supplementary to the support needs are provided with essential adjustments needs are provided with extensive targeted
strategies and resources already available and considerable adult assistance. measures and sustained levels of intensive
for all students within the school. support. These adjustments are highly

on additional resources, and by meeting proficient-level individualised, comprehensive and ongoing.

Teaching Standards (AITSL). Adjustments to the usual educational program occur
Adjustments occur for particular activities at at most times on most days and may include:
specific times throughout the week and may ● additional support or individualised instruction in a Adjustments to the regular educational
Adjustments are made infrequently as occasional action, or
include: highly structured manner, including adjustments to program occur at all times and may include:
frequently as low level action such as monitoring. These
● adapted and additional instruction in most courses, curriculum areas, activities and ● intensive, individualised instruction or
adjustments may include:
some or many learning areas or specific assessments support in a highly structured or specialised
● explicit, minor adjustments, including targeted or
activities ● personalised and explicit instruction to support one manner for all courses and curricula,
differentiated teaching, assessments or activities
● personalised and explicit instruction to or more areas of communication activities and assessments
● specific and relevant teaching strategies to support
support one or more areas of ● planned health, personal care and/or safety ● intensive, individualised instruction to
targeted areas of communication
communication support or intervention, in addition to active support multiple areas of communication
● active monitoring and supervision, meeting health,
● planned health, personal care and/or monitoring and supervision ● planned, highly specialised and/or intensive
personal care and safety requirements through usual
safety support, in addition to active ● adjustments to enable access to learning such as: health, personal care and/or safety support
school processes
monitoring and supervision o specialised equipment or intervention
● enabling access to learning through usual school processes
● adjustments to enable access to learning, o specific planning for access to activities or ● enabling access to learning through:
(eg through a differentiated approach to teaching and
such as: facilities o specialised equipment
learning) and existing facilities (eg existing modifications to
o specialised technology o closely monitored playground supervision o highly modified classroom and/or school
buildings and learning environments).
o support or close supervision to enable o modification to school environments, such as environments
participation in activities or the buildings and facilities o extensive support from specialist staff.
playground o environmental adjustments to support
Students with a medical condition whose learning and support
o modifications or support to ensure full participation in learning
needs are met through usual processes (eg whole-school
access to buildings and facilities. o provision of specialist advice on a regular basis
professional learning) and active monitoring by school staff
o support from specialist staff.
are included in this category. These students may have a plan
in place to support monitoring of their condition. Their
identified needs would be subject to close monitoring and
review.

NCCD | Moderation resource for schools 15


Support provided within quality
differentiated teaching practice
Quality differentiated teaching practice caters to the needs of a
diverse student population. Students at this level do not require the
adjustments that are captured in the other three levels.
Adjustments at this level generally:
 are explicit, albeit minor, adjustments to teaching and school
practice that enable students with disability to access learning on
the same basis as their peers
Typical adjustment
 have been made in a school as part of developing or
maintaining a culture of inclusion.
Specific examples of adjustments at this level could include:
 adjustments to teaching and learning, such as:
o a differentiated approach to curriculum delivery and
assessment that anticipates and responds to students’
learning differences
o personalised learning that is implemented without drawing
on additional resources
 adjustments to enable access to learning, such as:
o whole-school professional learning for the management of
medical conditions such as asthma, diabetes or anaphylaxis
that require active monitoring. This forms part of a school’s
general, ongoing practice to equip teachers and education
staff with the skills and knowledge to support students’ health
need
o building modifications that already exist in the school and
cater for a student’s physical disability where no additional
action is required to support the student’s learning.
Through support provided within quality differentiated teaching
practice, a student is able to participate in courses and programs at
the school and use the facilities and services available to all
Student characteristics
students, on the same basis as students without a disability.
Examples might include:
• students with medical conditions such as asthma, diabetes and
anaphylaxis, that have a functional impact on their schooling, but
whose disability-related needs are being addressed through
quality differentiated teaching practice and active monitoring
• a student with a mental health condition who has strategies in
place to manage the condition in consultation with medical
professionals, that can be provided within quality differentiated
teaching practice
 a student with a medical condition or a mental health condition
that has a functional impact on their schooling and requires
ongoing monitoring but who does not require a higher level of
support or adjustment during the period they are being
considered for the data collection
• a student who has been provided with a higher level of
adjustment in the past or may require a higher level of adjustment
in their future schooling.
NCCD | Moderation resource for schools
INFORMATION TO SUPPORT LEVELS OF ADJUSTMENT DESCRIPTORS
Supplementary adjustments
Specific examples of adjustments at this level
could include:
 adjustments to teaching and learning, such as:
o modified or tailored programs in some or
many learning areas
o modified instruction using a structured task-
analysis approach
o separate supervision or extra time to
complete assessment tasks
 the provision of course materials in accessible
forms
 programs or interventions to address the
student’s social/emotional needs
 adjustments to enable access to learning,
such as:
o the provision of intermittent specialist
teacher support
o specialised technology
o modifications to ensure full access to
buildings and facilities
o support or close supervision to participate in
out-of-school activities or the playground
o provision of a support service that is
provided by the education authority or
sector, or that the school has sourced from
an external agency.
Students at this level often require support in
accessing the curriculum at the appropriate year
level (ie the outcomes and content of usual
learning programs or courses).
Examples might include:
• students who have particular difficulty
acquiring new concepts and skills outside a
highly structured environment.
The needs of some students at this level may be
related to their personal care, communication,
safety, social interaction or mobility, or to physical
access issues, any of which may limit their
capacity to participate effectively in the full life of
their school.
Substantial adjustments Extensive adjustments
Adjustments at this level generally: Specific examples of adjustments at this level could
 are considerable in extent include:
 occur within highly structured situations.  adjustments to teaching and learning, such as:
o personalised modifications to all courses and
Specific examples of adjustments at this level could include:
programs, school activities and assessment
 adjustments to teaching and learning, such as:
procedures
o frequent (teacher directed) individual instruction
o intensive individual instruction
o access to bridging programs
o highly individualised learning programs and
o adapted assessment procedures (e.g. assessment
courses using selected curriculum content
tasks that significantly adjust content and/or the
tailored to their needs
outcomes being assessed)
o learning activities specifically designed for the
o regular direct support
student
 adjustments to support communication, such as:
o the provision of highly structured approaches
o adjustments to delivery modes
 adjustments to support communication, such as:
o significantly modified study materials
o provision of much more accessible and relevant
o adapted assessment procedures (eg assessment
curriculum options
tasks that significantly adjust mode of presentation
o the use of alternative communication modes
and format)
 adjustments to enable access to learning, such as:
 adjustments to support health, personal care or safety,
o constant and vigilant supervision
such as:
o extensive support from specialist staff; the use of
o frequent assistance with mobility and personal
highly specialised assistive technology
hygiene
o the use of technical aids.
o close supervision in highly structured situations
o the provision of additional supervision on a
Some students may receive their education in highly
regular basis
specialised facilities.
 adjustments to enable access to learning, such as:
o close playground supervision may be required at
all times
o regular visiting teacher or external agency support
o access to a specialised support setting
o essential specialised support services for use of
technical aids.
Examples might include: Students at this level may be dependent on adult
 students who require curriculum content at a different support to participate effectively in most aspects of their
year level to their same-age peers school program.
 students who will only acquire new concepts and skills, or
Without highly intensive intervention, these students may
access some of the outcomes and content of the usual
otherwise not access or participate effectively in
learning program, courses or subjects, when significant
schooling.
curriculum adjustments are made to address their
learning needs Many students at this level will have been identified at a
 students who have limited capacity to communicate very young age and may also:
effectively  have complex, associated support needs with
 students who need regular support with personal regard to their personal care and hygiene, medical
hygiene and movement around the school. conditions and mobility
 use an augmentative communication system
These students may also have considerable, often
 have particular support needs when presented with
associated support needs, relating to their personal care,
new concepts and skills.
safety, self-regulation or social interaction, which also
impact significantly on their participation and learning.
16
Appendix 3: Broad categories of disability
Definitions from the Disability Australian Human Rights Primary disability categories
Discrimination Act 1992 and Commission interpretation of used in the NCCD
the Disability Standards for the DDA definition
Education 2005

b) total or partial loss of a part of

the body

e) the malfunction, malformation

Neurological
or disfigurement of a part of the
person's body Physical
Physical disfigurement Physical
c) the presence in the body of
organisms causing disease or The presence in the body of
illness disease-causing organisms

d) the presence in the body of

organisms capable of causing
disease or illness

a) total or partial loss of the

person's bodily or mental Intellectual
functions

Cognitive
f) a disorder or malfunction that
results in the person learning
Learning disabilities
differently from a person without
the disorder or malfunction

a) total or partial loss of the

person's bodily or mental
functions

Sensory Sensory
f) a disorder or malfunction that
results in the person learning
differently from a person without
the disorder or malfunction

g) a disorder, illness or disease

that affects the person's thought
processes, perception of reality, Psychiatric Social/Emotional
emotions or judgement, or that
results in disturbed behaviour

NCCD | Moderation resource for schools 17